PPLAC

Assessment
Webinar

Pretend Play and Language

Assessment and Curriculum

Nancy Champlin, MS, BCBA

Melissa Schissler, MS, BCBA
ACI Learning Centers
 Learning Objectives

1. Analyze the play actions and vocalizations of typically developing children,

ages 2 ½ - 5, during independent and sociodramatic play

2. Identify the five elements of pretend play including category, agent, object,

advanced play, and the essential skills to sociodramatic play

3. Identify high quality toys and preferred play schemes across age and

gender based on the data collected

4. Compare pretend play production across age and gender for independent and

sociodramatic play

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ELEMENTS OF PRETEND PLAY

Element Component Notes

Category of Play

Familiar Actions in which a child actively encounters in his or her everyday world

Actions in which a child observes in his/her immediate environment from familiar individuals
Observed
such as family members

Community Actions in which a child observes individuals complete outside his/her immediate environment

Play item Play action with the toy in which the function is that of the play actions
Object of Play

Object Substituting the play item with a different item in which the intended function is not that of the
substitution play action

Imaginary
Engaging in a play action without the item by imagining an absent play item
object

Self as Play action (with object, object substitution, or imaginary play without an object) completed to
agent self
Agent of Play

Passive Play action (with object, object substitution, or imaginary play without an object) completed to
figure a figure

Active Involves more animacy to the doll play partners by pretending the figure engages in actions and
figure vocalizations

Rotating Discontinuing play with current play scheme and transitioning to a different play scheme
Advanced Play

Selecting an item from one play scheme and incorporating it into a different play scheme with
Combining
an action, vocalization, or both simultaneously

Character
Vocally identifying self, figure, peer, or adult to be a specific individual within the scheme
roles

Introduction of a new action or vocalization that adds or modifies a current play scheme by
Sociodramatic Play
Essential Skills to

Initiating introducing a character or role switch, combining a new play scheme, or rotating to a new play
scheme while engaging with a peer

Replying or following along with a related action or vocalization to a peer’s initiation to

Responding
maintain or continue the current play action

Engaging in a play action or vocalization that contributes by adding to the ongoing play action
Expanding
with a peer

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 Notes:

FULL ASSESSMENT

Object of Play Advanced Play

2 -Stage - b – Phase - (2) -Target

 Social

Agent of Play →

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 Stage 1: Progress Monitoring Form

NOTES:

Target →

Phase →

BRIEF ASSESSMENT PART 1 (Independent Play Observation)

Preparation:
- Toys
- Figures
- Object substitution Consecutive
Play Actions Object of Play Vocalizations actions Vocal paired Category of Play

Advanced Play

Play Scheme # words Agent of Play

Totals →

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SCORING

PRACTICE

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 Object of Play Category Agent Advanced
Consecutive Vocal
Action Vocalization Scheme Words
Action Paired
PI OS IO F O C SA PF AF R C CR

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SCORING

BRIEF ASSESSMENT PART 2 (Beginner Assessment)

Materials Adult Position Adult A/V Example A/V engaged in

Set-up Score

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PRACTICE
Adult Example of
Materials Set-up Adult A/V A/V +/-
Position appropriate A/V
A: Hand child the pizza A: Eat pizza A:
Pizza and Place pizza
V: “You look hungry” V: “yummy” V:
popsicle in front of Front
A: Hand child popsicle stick A: Cut pizza A:
stick child
V: “I’m ready for a piece” V: “cut, cut” V:

Place cake
Cake and A: Hand child the candle A: Put candle on cake A:
in front of Front
candle V: “Here you go” V: “candle” V:
child
Adult
Cake and A: pretend block is
A: Eat cake then hand child block A:
holding Front cake and eats
block V: “Here’s yours” V:
V: “yummy”
cake

Notes:

GOALS
Short Term Goals
Goal 1:
The child will independently complete single familiar play actions and corresponding vocalizations to self with
the play item, object substitution, and an imaginary object for 3 different play actions.

Goal 2:
The child will independently complete single play actions and corresponding vocalizations to a passive figure
with the play item, object substitution, and an imaginary object for 3 different play actions.

Goal 3:
The child will independently imitate a peer completing single familiar play actions and corresponding
vocalizations to self with the play item when directed by an adult and when directed by a peer for 3 different play
actions.

Goal 4:
The child will independently complete single play actions and corresponding vocalizations to a multiple passive
figures with the play item, object substitution, and an imaginary object for 3 different play actions.

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Long Term Goals
Goal 1:
The child will independently complete single play actions and corresponding vocalizations to self with the play
item, object substitution, and an imaginary object for 10 different familiar play actions, 10 different observed play
actions and 10 different community play actions.

Goal 2:
The child will independently complete single play actions and corresponding vocalizations to a passive figure
with the play item, object substitution, and an imaginary object for 10 different familiar play actions, 10 different
observed play actions and 10 different community play actions.

Goal 3:
The child will independently imitate a peer completing single play actions and corresponding vocalizations to self
with the play item when directed by an adult and when directed by a peer for 10 different familiar play actions, 10
different observed play actions and 10 different community play actions.

Goal 4:
The child will independently complete single play actions and corresponding vocalizations to multiple passive
figures with the play item, object substitution, and an imaginary object for 10 different familiar play actions, 10
different observed play actions and 10 different community play actions.

BRIEF ASSESSMENT PART 2 (Advanced Assessment)

Preparation:
- Duration
- Sociodramatic play
- Criteria to discontinue Consecutive Vocal
Play actions Vocalizations actions paired Category Advanced Play

Essential skills to Scheme # words Agent

sociodramatic play

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SCORING

PRACTICE

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 Essential Skills Category Agent Advanced
Consecutive Vocal
Action Vocalization Scheme Words
Action Paired
I R E F O C SA PF AF R C CR

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GOALS
Short Term Goals
Goal 1:
The child will independently engage in sustained independent play for 5 minutes by completing a play action and
vocalization a minimum of one time every 15 seconds and engage in play actions involving all 3 objects of play
(i.e., play item, object substitution, imaginary object).

Goal 2:
The child will independently engage in sustained independent play for 10 minutes by completing a play action
and vocalization a minimum of one time every 15 seconds, engaging in 2 character roles, and engaging in 5 play
combinations.

Goal 3:
The child will engage in sustained play with an adult for 10 minutes by completing a play action and/or a
vocalization a minimum of one time every 15 seconds, and a minimum of 1 initiating play skill, 1 responding
play skill, and 1 expanding play skill with a combined total of 20 essential skills to sociodramatic play

Long Term Goals

Goal 1:
The child will independently engage in sustained independent play for 10 minutes by completing a play action
and/or a vocalization a minimum of one time every 15 seconds, engaging in 3 character role switches, and 10
play combinations.

Goal 2/3:
The child will independently engage in sustained play with an adult/peer for 10 minutes by completing a play
action and/or a vocalization a minimum of one time every 15 seconds, engaging in 3 character role switches, and
a minimum of 1 initiating play skill, 1 responding play skill, and 1 expanding play skill with a combined total of
30 essential skills to sociodramatic play.

Additional Notes:

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 Thank you!
Please fill out the feedback form and apply for BACB CEUs!

E-mail: Nancy.Champlin@concepts.com & Melissa.Schissler@concepts.com

Website: www.ACILearningCenters.com

Pretend Play and Language Assessment and Curriculum: Available on our

website: https://acilearningcenters.com/product-category/pplac/

PPLAC Webinars: Available on our website for the assessment and each stage of
play in the PPLAC. https://acilearningcenters.com/research/#videos-tab

Pretend Play Podcast: Available on our website or any podcast app.

https://acilearningcenters.com/research/#podcasts

PlayTubs™: Five different sets available on our website including Birthday Party,
Camping, Cooking, Pizza Shop, and Vet. https://acilearningcenters.com/product-
category/playtubs/

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